Evaluative trajectory in school Physical Education: arrangements and adjustments made in the formative path at a school institution in Tocantins

Abstract

This article discusses the evaluation actions carried out by a physical education teacher during a school year. It uses the ethnographic case study method, with a teacher from an institution located in the southeastern region of Tocantins participating in the research. The methodological instruments include a field diary, records made during individual planning meetings, language area observations, and class observations. The data reveal a self-formative movement over the training offered by the education department as the main way of appropriating evaluative practices. It also shows that the culture of external exams has impacted the evaluative tasks of the physical education teacher to the extent that the content is not observed from its specificity. The conclusion highlights the need to problematize the culture of institutional exams as a modus operandi for resource capture and determining academic success, especially in the physical education curriculum component.